Johnson (classics and comparative studies, U. of Chicago) offers a new interpretation of Horace's Epistles and the light they shed on the Roman poet of the first century B.C. The letters, he says, illuminate Horace's search for freedom, his attitude toward nature and culture, and his relationship with his father and with the city of Rome. Annotation copyright by Book News, Inc., Portland, OR

The influence of the Roman poet Horace on Ben Jonson has often been acknowledged, but never fully explored. Discussing Jonson's Horatianism in detail, this study also places Jonson's densely intertextual relationship with Horace's Latin text within the broader context of his complex negotiations with a range of other 'rivals' to the Horatian model including Pindar, Seneca, Juvenal and Martial. The new reading of Jonson's classicism that emerges is one founded not upon static imitation, but rather a lively dialogue between competing models - an allusive mode that extends into the seventeenth-century reception of Jonson himself as a latter-day 'Horace'. In the course of this analysis, the book provides fresh readings of many of Jonson's best-known poems - including 'Inviting a Friend to Dinner' and 'To Penshurst' - as well as a new perspective on many lesser-known pieces, and a range of unpublished manuscript material.

Traditional views of Horace seek to present the poet as a consistent, vivid personality who stands behind and orchestrates the diverse "Horatian" writings that have come down to us. In recent years, however, an alternate tradition suggests that there may be many Horaces, that his work is more productively read as the constant invention of rhetorical techniques sensitively attuned to the requirements of different situations and audiences. As Randall L. B. McNeill argues, any sense that readers have of the "real" Horace is clearly deceptive; Horace offers us no unguarded self-portrait, but rather a number of consciously developed characterizations to suit diverse audiences, whether patron, peers, or the public. Horace: Image, Identity, and Audience provides a wide-ranging analysis of Horace's use of self-presentation in his poetry: in his portrayal of his relationships with his patron Maecenas and with his larger readership as a whole; in his discussion of the craft of poetry and his own identity as a poet; and in his handling of contemporary Roman political events in the light of his assumed role as critic of his own society. McNeill uncovers the techniques Horace uses to depict the intricacies of his personal existence; in the book's conclusion, he explores how similar techniques were adapted by later poets such as Ovid. This volume will interest scholars of Horace, Latin poetry, rhetoric, as well as those interested in the cultural studies aspect of persona and identity.

In what questions are scholars of Horace currently interested? What opportunities does this core Roman author offer twenty-first-century critics? This book discusses recent work on Horace by genre, moving from the early Satires through to the late Epistles. It also suggests new scholarly approaches to the poet, providing various ways of interpreting Horace’s background, genre categories, metaphors, and ethics. The target readership consists of scholars new to the field seeking to familiarize themselves swiftly with the formidable bibliography, and of specialists interested in a different perspective on this important but notoriously evasive author.

Perhaps no classical writer has been so consistently in vogue as Horace. Famous in his own lifetime as a close associate of the Emperor Octavian, to whom he dedicated several odes, Quintus Horatius Flaccus (65–8 BC) has never really been out of fashion. Petrarch, for example, modelled his letters on Horace's innovative Epistles, while also borrowing from his Roman forebear in composing his own Italian sonnets. The echo of Horace's voice can be found in almost every genre of medieval literature. And in later periods, this influence and popularity if anything increased. Yet, as Paul Allen Miller shows, while Horace may justifiably be called the poet for all seasons he is also in the end an enigma. His elusive, ironic contrariness is perhaps the true secret of his success. A cultured man of letters, he fought on the losing side of the Battle of Philippi (42 BC). A staunch Republican, he ended up eagerly (some said too eagerly) promoting the cause of Julio-Claudian imperialism. Viewed as the acme of Roman literary civilization, he was shaped by his Athens education at Plato's famous Academy. This new introduction reveals Horace in all his paradoxical genius and complexity.

Welborn argues that Paul's acceptance of the role of a 'fool', and his evaluation of the message of the cross as 'foolishness', are best understood against the background of the popular theatre and the fool's role in the mime. Welborn's investigation demonstrates that the term 'folly' (moria) was generally understood as a designation of the attitude and behaviour of a particular social type -û the lower class buffoon. As a source of amusement, these lower class types were widely represented on the stage in the vulgar and realistic comedy known as the mime. Paul's acceptance of the role of the fool mirrors the strategy of a number of intellectuals in the early Empire who exploited the paradoxical freedom that the role permitted for the utterance of a dangerous truth. Welborn locates Paul's exposition of the 'folly' of the message about the cross in a submerged intellectual tradition that connects Cynic philosophy, satire, and the mime. In this tradition, the world is viewed from the perspective of the poor, the dishonoured, the outsiders. The hero of this tradition is the 'wise fool,' who, in grotesque disguise, is allowed to utter critical truths about authority. The book demonstrates that Paul participates fully in this tradition in his discourse about the folly of the word of the cross. The major components of Paul's argument in 1 Corinthians 1-4 find their closest analogies in the tradition that valorizes Socrates, Aesop, and the mimic fool. JSNTS 293 and ECC

Narrative has not traditionally been a subject in the analysis of lyric poetry. This book deconstructs the polarity that divides and binds lyric and narrative means of representation in Horace's Odes. While myth is a canonical feature of Pindaric epinician, Horace cannot adopt the Pindaricmode for aesthetic and political reasons. Roman Callimacheanism's privileging of the small and elegant offers a pretext for Horace to shrink from the difficulty of writing praise poetry in the wake of civil war. But Horace by no means excludes story-telling from his enacted lyric. On the formallevel, numerous odes contain narration. Together they constitute a larger narrative told over the course of Horace's two lyric collections. Horace tells the story of his development as a lyricist and of the competing aesthetic and political demands on his lyric poetry. At issue is whether he canever truly become a poet of praise.

Special 2018 Edition From the new Introduction by Michelle Fine, Graduate Center, CUNY : "Why now, you may ask, should I return to a book written in 1988? Because, in Maxine's words: 'When freedom is the question, it is always time to begin.'" In The Dialectic of Freedom, Maxine Greene argues that freedom must be achieved through continuing resistance to the forces that limit, condition, determine, and—too frequently—oppress. Examining the interrelationship between freedom, possibility, and imagination in American education, Greene taps the fields of philosophy, history, educational theory, and literature in order to discuss the many struggles that have characterized Americans’ quests for freedom in the midst of what is conceived to be a free society. Accounts of the lives of women, immigrants, and minority groups highlight the ways in which Americans have gone in search of openings in their lived situations, learned to look at things as if they could be otherwise, and taken action on what they found. Greene presents a unique overview of American concepts and images of freedom from Jefferson’s time to the present. She examines the ways in which the disenfranchised have historically understood and acted on their freedom—or lack of it—in dealing with perceived and real obstacles to expression and empowerment. Strong emphasis is placed on the focal role of the arts and art experience in releasing human imagination and enabling the young to reach toward their vision of the possible. The author concludes with suggestions for approaches to teaching and learning that can provoke both educators and students to take initiatives, to transcend limits, and to pursue freedom—not in solitude, but in reciprocity with others, not in privacy, but in a public space.